Despite numerous studies on pre-service teachers' practicum experiences, few have examined the students' program evaluations that impact their well-being, particularly among TESOL practicum teachers. This study aims to fill this research gap by using Systemic Functional Linguistics (SFL) appraisal to longitudinally assess pre-service teachers' evaluations of their teaching practicum. The study involves 16 third-year pre-service TESOL teachers in Hong Kong, currently participating in a semester-long teaching practicum at local primary schools. Data was collected from in-depth interviews, reflections, teaching plans, lesson plans, and practicum assignments. The findings indicate that pre-service teachers in Hong Kong encounter significant challenges during their initial teaching practicum. These challenges range from managing their first class and addressing classroom diversity to overcoming language barriers and dealing with SEN learners. Longitudinal data reveals that students' negative emotions and evaluations were most pronounced prior to the practicum, peaking before their first teaching session. However, a shift towards more positive emotions was observed from the midpoint until the end of their teaching practice. The study's findings will enhance understanding of the pressures and challenges TESOL pre-service teachers face, thereby informing improvements in teacher training programs in multilingual and multicultural contexts similar to Hong Kong.

Authors:
Wenhui Xuan, Hong Kong Metropolitan University, Hong Kong

About the Presenter(s)
Dr Wenhui (Winfred) Xuan is a University Assistant Professor/Lecturer at Hong Kong Metropolitan University in Hong Kong

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